Practical Study On Construction Of Cultural Subjectivity In Primary School

The conception of culture, rich in meaning, is perplexing. What'more, it's increasing in number. For example, there are as many as 164 different definitions of the conceptions, for the eighty years from 1871 to 1951, by American humanists Kroeber, A.L. and Kluckhohn, C. in their co-writen book"Culture: A Critical Review of Concepts and Definitions"in 1950s. Definitions by Cninese scholar Zheng Jinzhou are over 310. Till now, there has been no agreed settlement on the definition of culture. (Zhao Zhongjian"School culture"Shanghai: East China Normal University Publishing House, 2004, 10.7.)The conception of"culture"put forward by Taylor in his"primitive culture"influenced scholars in his times and afterwards. According to him, culture is"a complex integrity of knowledge, belief, morals, law, customs, and ability and habit acquired by individuals as a social being."Every social being has his or her own culture or belongs to a certain culture. There is no exception to children. They have their own culture. Children culture is the culture that develops in the process when the children interact with other children. It is measured by children's own mind and behaviors and recognized among themselves.,"Children's culture and children growth are indispensable. The kind of culture that develops, which is co-influenced by many factors, determines the certain kind of people the children are going to be.However, the existing state of children is by no means optimistic. Overwhelmed by modern society and opposed by adult culture, it is dying out at any moment. Co-influenced by multiple cultures, children are deprived of personality and independence. They are not trained to be independent. They are not playing the leading role in the culture. The irrational control of parents over their children leads to the abnormal development of children culture. The cruel squeezing from reality leads to its under-development. Children are forced to go away from their own culture. Overwhelmed by multiple cultures, children culture is transformed. In the meanwhile, no conception of"children culture"has been built in school, which plays an important role in children development. There is lack of concern and knowledge over children culture. And therefore, children culture has become a blind point.Without guidance from education, lack of knowledge of the relationship between children culture and their growth, children cannot construct their own culture by themselves. The lack of subjectivity in children culture directly influences children's mental state, feelings and values. Only by recognizing the important role of children in constructing their culture, can children culture have its positive role in influencing and changing children growth. Children need the culture most in which they can participate and construct by themselves. Only in this way, can culture play its due part in leading and promoting children.To solve the problem of children culture being margined and transformed, it is put forward the construction of subjectivity children culture. Children cannot develop their own culture in an active and positive way if they were not the main body of children culture. It is hoped that the construction and development of children culture can be guided by"subjectivity". The training of subjectivity can promote the development of children culture, which in turn will contribute to the healthy growth of children. The close relationship is discussed through the lack of subjectivity in children.In response to the lack of cultural subjectivity in school children, the author in this paper tries to find a way out from three main aspects. First, a feedback is made on the problems concerning lack of subjectivity in the process of constructing children's culture. The most serious problem lies in the lack of subjectivity in school children, which is reflected by the fact that children don't have self-awareness. The phenomenon is analyzed and great efforts have been made to find out the causes in this part. Second, theories, the strong theoretical supports, have been illustrated, mainly from the Marxist theory of human subjectivity, subjectivity, moral education theory, the all-round development theory as well as the growth of young people and other aspects of the law expounded for the construction of children's subjectivity. Third, strategies have been explored in constructing cultural subjectivity in school children from seven main aspects in practice, including meeting children's development need through theme activities in the process of thematic curriculum reform; making sure that students restore their leading roles in learning; opening up colorful and interesting writings that conform to children's nature to play games and letting them play the main part; attaching importance of reading on children's spiritual development and developing children's subjectivity in reading; making sure that students build self-awareness through games; making sure that students build self-esteem in the new assessment system; making sure that students play the major and independent role in the colorful quality education show. Finally, a tentative conclusion is drawn concerning ways to construct cultural subjectivity in school children.